RockyShoreFieldExperience TeacherResources!!

Marine Science Center
Teacher Resources Grades 3-5
Thank you for your interest in the educational programs at the Marine Science Center! This packet will provide you with information on how to incorporate a marine science field experience into your science curriculum, including background information on program content, what to expect during your visit, pre- and post-visit classroom activities and how these field experiences and activities satisfy requirements of the Massachusetts Curriculum Frameworks. For information regarding logistics and planning your visit, please see the Group Visit Registration pack.
Contents
B. Classroom Resources: 1. Background Information for Teachers……………………………………………………………………...……9 2. Connection to Massachusetts State Curriculum Framework...…………………….........……………12 3. Extension Activities…………………………………………………………………………………….......................16
Resources for Extension Activities: • Vocabulary list and definitions........................ …………...............…………..................................19 • Species list……………………………………………………………………………......……........................21 • Practice Weather Observations Worksheet…………………………………………................…23 • Food Web Activity Worksheet…………………………………………………………........................24 • Food Web Activity Student Template…………………………………………………………..........25 • Food Web Teacher Key…………………………………………………………......................................26 • Construct a Field Guide Template………………………………………………….......………..........27 • Rocky Shore Field Guide…………………………………………….…………......................................28 • Cloud chart…………………………………………………………..............................................................30 • Beaufort Wind Speed Scale………………………………………………………..................................31 • Map of Nahant…………………………………………………………........................................................32 • Rocky Shore slide presentation (available upon request)
Program Description
A typical field trip to the Marine Science Center consists of three, 45-minute components:
1. Introduction to the rocky shore/meet rocky shore organisms • Outreach staff will use a display to demonstrate students a rocky shore at high and
low tide and will ask the students if the have ever been to such a place. Students will be asked to name the types of animals that live on the rocky shore.
• Students will hypothesize about why it might be difficult to live on the rocky shore and what kind of adaptations animals have to deal with this stressful life.
• Outreach staff will lead students in exploring our touch tanks, where they can meet and touch animals that live on the rocky shore. Teachers and chaperones are asked to enforce rules and ensure students treat animals with respect.
2. Rocky shore field experience **Students must wear closed toed shoes and demonstrate good behavior in order to participate in the rocky shore activity.
• Outreach staff will introduce students to the tools scientists use to collect data on the rocky shore and explain the activity and the rules on the rocky shore.
• Students will break into groups of 3-4 and each group will be responsible for bringing their equipment down to the rocky shore. Teachers and chaperones are asked to ensure that students form groups and gather equipment.
• On the shore, groups will start low on the shore, place their quadrat in a tide pool and collect data on the physical characteristics (temperature, salinity) and living organisms contained in the quadrat. Students will check off organisms they find in the quadrat on the provided data sheet.
• Field guides will be provided to help students identify the seaweed and invertebrates living in the tidepools.
• One teachers or chaperones should be assigned to a group, assisting students with the activity and keeping them on task, as well as enforcing rules to ensure safety.
3. Tour of East Point • Outreach staff will lead students around the grounds of the Marine Science Center
and to the top of East Point while discussing the history of the area, important geological features, and some current research at the MSC. Topics include:
o Military history of East Point: bunkers, triangulation towers, submarine detection strip, Nike Missile Silo.
o Geology of East Point: tombolo, home to first shelled fossils, rock signatures provide evidence of Pangea, igneous intrusions create sills and dikes, slant of rocks due to mountain building.

Marine Science Center Teacher Resources – Page 3
Included in this pack is a worksheet for students to complete using information that they learned in the classroom and tour portions of the program. This worksheet can be filled out during the program or teachers can use it as a follow-up/assessment activity, depending on teacher preference.
Special Requests
The duration and specific content of each component may be modified depending on time constraints or requests from teachers. If you have an activity in mind that is not covered here, or would like Outreach staff to place particular emphasis on a certain component of the program outlined above, please contact us prior to your visit to discuss modifications to the typical program.
Weather Cancellation Policy In the event of inclement weather we generally leave it to the visiting group to decide to reschedule/cancel the trip. We will proceed with the program as normal in the event of rain, and encourage teachers, chaperones and students to dress appropriately if rain is in the forecast. In the event of lightning or other dangerous weather conditions we encourage teachers to reschedule, but we understand that this is not always possible and we have indoor activities that can replace the rocky shore field survey, such as invertebrate dissections and seaweed identification and pressing.

Marine Science Center Rocky Shore Experience Scavenger Hunt Group Name: Today’s Date:
Group members: Check off each item after completing the task! Note the weather conditions:
Sunny Partly Cloudy Overcast Rainy Windy Note the ocean conditions:
Big swells Calm Big waves Small waves Measure the Water Temperature________________ (°F) and Salinity__________________ (ppt) of a tidepool. Find on the rocky shore: Crustaceans:
Green crab Barnacles
One kind of green Pink crunchy algae
One kind of red Snail on brown algae
One kind of brown Crust algae General:
Animal attached to rocks Animal under a rock
Animal with legs Animal on another animal

Touch in the touch tanks:
Sea star tube feet Female crab
Blue lobster Male crab
Sieve plate of a sea star Sea star on mussels
Five eyes of a sea star Doesn’t grow shell
Horseshoe crab Used in toothpaste
A filter feeder An herbivore
Floating organism A carnivore Discover on the tour of East Point:
Two bunker doors Two bird houses
A man’s face An experiment site
The Boston Harbor Islands A large ship
The city of Boston Deer Island
Three tall towers Egg Rock
A lighthouse Trash

TEACHER/CHAPERONE GUIDELINES Thank you for your interest in our educational programs at the Marine Science Center! Your visit will be filled with hands-on activities both inside and outside, and as a teacher/chaperone, we ask that you keep students safe and on-task. Our instructors will give directions and information to the students, so please help us by following and enforcing these guidelines:
• At least one teacher/chaperone must always accompany students to the restrooms. • While on the rocky shore, teachers/chaperones should be assigned to particular groups of
students, or at least spread out so that there are adults on the low tide areas and the high tide areas.
• There is no climbing on the high rocks and no swimming at any time. Students should not be in any water above the ankle.
• As necessary, remind students to be respectful of animals, handle them carefully, and observe any areas designated as no-touch zones.
• Students who do not have appropriate footwear for the rocky intertidal may be asked to stay on the beach with a teacher/chaperone during that activity.
• Shoes must be worn at all times during the visit, even on the lawn. • We do not allow electronics other than cameras out during our programs. Students may
take pictures with a phone, but we advise them not to bring them onto the rocky shore. • Nothing should be removed from the Marine Science Center except worksheets, and
nothing should be left behind. We will provide trash bags for lunchtime, and there are recycling bins available as well.
• We know you are curious and smart too! But please allow students to answer questions and figure things out on their own to the greatest extent possible. Having said that, please maintain order and focus in your group, and facilitate the student completion of tasks when they are stuck.
Thank you for your cooperation

FIELD TRIP ETIQUETTE
Preparing Students Before your outdoor field trip, brainstorm with students about how everyone should conduct themselves. Below are some general themes to guide your discussion. If desired, the teacher can document the rules on a board or flip-chart paper. Established rules of the site
• Challenge students to think about who lives in the habitat they are exploring? • How should students behave to ensure they respect these inhabitants? • What rules are in place to protect these inhabitants? • General discussion on proper handling/respect of living things
School rules • Students should conduct themselves as they would in school • Reminders about any field-trip specific rules • Students are responsible for representing their school via good behavior
Safety • Ask students to brainstorm any dangers or hazards at the field trip site • How should students avoid these dangers? • What rules are in place to avoid dangers or respond to potential hazards?
Logistics • Allow students to ask questions about field trip logistics. This will help to avoid
distraction during the field trip. • Give them all the details such as: how long is the bus ride, what will we be doing, is there a
gift shop, when will we eat lunch? • Discuss what students should wear/bring, and what they should not. Send home a
handout with this information before the field trip. If the students don’t think of everything while brainstorming, be sure to mention these general rules regarding visiting coastal habitats:
• Remind students that they shouldn’t take anything home and to be sure not to leave behind any equipment, personal belongings or trash.
• Its ok to get your feet wet, but no one should be more than ankle deep in the water. • On the rocky beach, no one should climb on high rocks above where seaweed grows.

WHAT TO BRING
• The weather in Nahant is usually a bit cooler and windier than on the “mainland”. Layers of clothing, a change of clothing, and/or rain gear is highly recommended. A hat is advisable.
• Though swimming is not permitted, feet WILL get wet while tidepooling, so rubber-soled shoes such as boots, water shoes, or old sneakers are recommended. Participants wearing slip-on sandals, flip flops, Crocs, Tevas, or heels may be denied participation in tidepooling.
• Participants should bring sunscreen and/or hand sanitizer, as they will not be provided.
• Each person should bring an ample supply of water, there is a water fountain to refill water bottles, but no water bottles/drinks/cups will be provided.
• Participants may bring snacks and lunch to eat onsite during designated breaks only.

B. Classroom Resources
Background Information for Teachers This section of the packet provides details regarding the type of information students will learn during a typical field experience at the Marine Science Center. This information is provided in order to help teachers prepare their students for the visit, as well as plan/implement pre and post extension activities to ensure students get the most out of a Marine Science Center visit. The Rocky Shore
The rocky intertidal is a zone of rocky coastline that falls between high tide and low tide. The rise and fall of the tides creates an area that is covered by water part of the day and exposed to air for part of the day. Below the rocky shore is the subtidal zone, which is always submerged in water, and above the rocky shore are uplands, which waves rarely reach. These rocky shores generally occur in relatively exposed waters, and are generally comprised of bedrock and other large glacial rocks and cobble. These rocks provide a hard substrate for a variety of sessile (non-moving) organisms to settle. Additionally, many mobile organisms dwell in the cracks, crevices and tidepools left behind as the water retreats to the low tide line. Due to the habitat provided by the rocks, the tide pools, and the foundations species living here, the rocky shore hosts variety of life that is much more apparent at first glance compared to the sandy beach. Invertebrates and seaweeds (red, green and brown) dominate life on the rocky shore. Large, brown seaweeds form dense canopies that trap water and provide relief from the stressful conditions experienced by organisms during low tide. Cooperation between organisms is important for survival in this stressful environment.

essential resources. Space is at a premium on rocky shores, and organisms complete for a spot on the rocks to settle. Competition is so intense that organisms even settle on top of one another. Like land plants, seaweeds that grow on other seaweeds are known as epiphytes. Sessile animals such as mussels, barnacles and tunicates settle on each other as well as on larger organisms such as crabs and snails, and are referred to as epibionts. Intertidal organisms are subject to predation from both land and sea. At high tide large subtidal crabs and fish can venture into the intertidal for a snack. Similarly, at low tide, terrestrial predators such as seabirds, rodents and raccoons might make a meal out of tidepool creatures. Despite all these challenges and stressors facing organisms in the rocky intertidal, the cold, nutrient-rich waters of the temperate coastal climates in which these habitats occur, allow the rocks to support a large diversity of life.
History of East Point
Nahant has been a popular destination for recreation, science and military defense for years. Nahant is a special type of peninsula known as a tombolo, which means it is nearly an island, only connected to the mainland via a small strait or sandbar. Historically Nahant was a popular vacation destination among affluent Bostonians. In the 1800s hotels and summer vacation homes dominated the town. East Point, the current site of the Marine Science Center was home to several hotels. After several fires eliminated the hotels from the site, the military established a presence on East Point, during WWII, due strategic location of Nahant, extending out into Boston Harbor. Remnants of the military presence can still be seen at East Point, including 3 underground bunkers once used for protection and artillery storage, 3 triangulation towers previously used for detecting invading enemies and the infrastructure of a primitive submarine detection device. Post-WWII the military presence persisted with the construction of a Nike Missile Silo. In 1967, Northeastern University established a marine science lab at East Point with the goals of marine science research, education, and community outreach.
Geology of East Point


CONNECTIONS TO MASSACHUSETTS CURRICULUM FRAMEWORKS (Grade 3rd-5th)
Classroom Rocky Shore Touch Tank Tour
Pre / Post
Science and Technology/Engineering o Earth and Space Sciences o
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• 4-ESS3-2. Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.
o •
• 5-ESS1-2. Use a model to communicate Earth’s relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year.
o
• 5-ESS2-1- Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation • • • • •
• • •
• • • •
Life Science o • 3-LS1-1- Use simple graphical representations to show that different types of organisms have unique
• • •

Pre / Post
• • •
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• 3-LS4-3. Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. • • • • •
• 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce • • •
• • •
• 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. • • • •
• 5-LS1-1. Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction • • • •
• • • •
Physical Science o • 5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects
is directed toward Earth’s center. • o
• • • •
English Language Arts o Reading Standards for Informational Texts o
• • •
• • •
Pre / Post
Activity • RI.4 (3-5)- Determine the meaning of general academic and domain-specific words or phrases in a
text relevant to a 3-5 grade level topic or subject area • •
• •
Writing Standards o • W.2 (3-5)- Write informative/explanatory texts to examine a topic and convey ideas and information
clearly o •
• •
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Speaking and Listening Standards o • SL.1 (3-5). Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
• • • • •
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• SL.3 (3-5). Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. • • • • •
• SL.4 (3-5). Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes • • • • •
Mathematics o Operations and Algebraic Thinking o
• 3.OA-1. Interpret products of whole numbers • • • 3.OA-2. Interpret whole-number quotients of whole numbers • o • 3.OA-7. Fluently multiply and divide within 100 • •
History and Social Science o
• 3.1 On a map of the United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, Vermont, New Hampshire, Maine) and the Atlantic Ocean. On a map of Massachusetts, locate major cities and towns, Cape Ann, Cape Cod, the Connecticut River, the
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Pre / Post
Activity Merrimack River, the Charles River, and the Berkshire Hills.
• 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance.
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• 3.11 Identify when the students’ own town or city was founded, and describe the different groups of people who have settled in the community since its founding.
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• 3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed.
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• 3.14 Give examples of tax-supported facilities and services provided by their local government, such as public schools, parks, recreational facilities, police and fire departments, and libraries.
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Comprehensive Health o
• 13.1 Describe types of natural resources and their connection with health o • • 13.2 Describe how business, industry, and individuals can work cooperatively to solve ecological
health problems, such as conserving natural resources and decreasing pollution • • •
History and Social Science (continued)

Extension Activities These in-school activities are designed to either prepare students for, or debrief students after their field experience. While some activities are particularly suited for either before or after, some are more flexible and can be conducted anytime as teachers see fit. All activities satisfy requirements of the Massachusetts Curriculum Frameworks.
Activity 1: Introduction to the rocky shore and Nahant Materials: Slide presentation (provided) Map of Nahant (provided) Rocky shore vocab list (provided)
Duration: 1 class period Learning Objectives: Build on prior knowledge to learn what lives on the rocky shore, and the physical factors that influence life in this habitat.
Instructions: • This activity introduces students to the field-trip site and prepares them for the trip,
including an explanation of the activities on the trip, vocabulary and field-trip etiquette/safety.
• Teacher displays an image of a rocky shore and asks students if they have ever been to such a place. Students will be invited to share their experiences of the rocky shore in a group discussion. Discussion will continue as teacher presents the rocky shore Slide show and introduces students to vocabulary associated with the rocky shore.
• Teacher will pose questions such as o What kind of organisms live on the rocky shore? o What might make it hard or stressful to live on the rocky shore? o What kind of adaptations might organisms have to survive here?

Activity 2: Introduction to taxonomic classification Materials: Variety of seashells Field guides (books and/or online)
Duration: 1 class period Learning Objectives: Classify animals based on shared characteristics
Instructions:

Activity 3: Weather Observations Materials: Thermometer Weather data sheet (provided) Cloud Types Chart (provided) Beaufort Scale Chart (provided)
Duration: 1 class period Learning Objectives: Recognize how weather impacts living organisms, practice field sampling procedures
Instructions:

Activity 4: Rocky shore memory game Materials: Printed pictures of rocky shore organisms/objects (provided) Printed names of rocky shore organisms/terms (provided)
Duration: 10-20 minutes Learning Objectives: Review recently learned vocabulary
Instructions:

Activity 5: Research a rocky shore organism Materials: Research materials (books and/or online) Presentation materials (posters and/or electronic)
Duration: 1-2 class periods Learning Objectives: Become familiar with rocky shore species, practice research skills
Instructions:
• Students (on their own or in pairs) will choose a rocky shore organism to research. Students should focus on the specific habitat or niche of the organism, how it grows, eats and reproduces and special adaptations that allows it to live on the rocky shore.

Activity 6: Construct a field guide Materials: Field guide template (provided) Duration: 1-2 class periods
Learning Objectives: Become familiar with rocky shore organisms and classification methods
Instructions:
• Using information learned from previous activities, field trip or research (activity 4) students will create field guide pages for selected rocky shore organisms.

Activity 7: Name that organism! Materials: Rocky shore organism photos (provided in field guide, be sure to remove names first!)
Duration: 10-15 minutes Learning Objectives: Use prior knowledge to identify organisms
Instructions:
• In this assessment activity, ten images of rocky shore organisms will be displayed one at a time to the whole group. Students are given 3 minutes to individually use their field guide to identify and record the displayed organisms.
Activity 8: Construct a food web Materials: Pictures of rocky shore organisms Food web worksheet and template (provided) Yarn Poster or board on which to construct food web
Duration: 1 class period Learning Objectives: Identify feeding relationships and how energy is transferred between organisms.
Instructions:
• Students will use the knowledge they have gained from NUMSC visit and classroom activities to construct a food web with pictures of organisms, identifying organisms at different feeding levels (consumers, producers etc.)

Rocky Shore Vocabulary List Intertidal Tidepool Evaporation Salinity Temperature Tide Adaptation Quadrat Cloud types Beaufort scale Invertebrate

Rocky Shore Vocab List – Definitions
Intertidal – the area on a beach between the low tide line and the high tide line, which is covered by water at high tide and exposed to air at low tide. Tidepool – a pool of water that is left behind and/or trapped by the rocks as water falls to the low tide line. These pools provide a place of refuge for organisms that are exposed to air during low tide. Evaporation – the process by which water changes phase, becoming a gas or vapor. This process requires heat energy. Example: when the sun heats up the water in a tidepool, the water evaporates. Salinity – the content of dissolved salts contained in a solution; saltiness. Temperature – a measure of hot and cold; also a measure of how fast the atoms and molecules in a substance are moving: higher temperature=faster, lower temperature=slower. Tide – the rise and fall of sea levels caused by the gravitational forces exerted by the moon and sun and the rotation of the Earth. Adaptation – an adjustment or modification of the traits of an organism to make them more suited to survive in a particular environment. Quadrat – a square constructed out of PVC or other materials that is used by scientists to count the number of organisms in a habitat. It would be very time consuming to count all the organisms in a habitat, so instead scientists can count the number of organisms in the quadrat, and use this number to estimate the density (#per area) of the organisms. Cloud types: • Stratus – thin flat layer in the sky, can occur at any level, Ex. Altostratus are mid-level
stratus clouds. • Cirrus – wisps that look like curls of hair, usually located high in the sky. • Cumulous – large puffy heap of clouds • Nimbus – dark rain clouds

Rocky Shore Species List
periwinkle Littorina obtusata
Echinodermata Forbes sea star Asterias forbesi Northern sea star Asterias vulgaris Blood star Henricia sanguinolenta Green sea urchin Strongylocentrotus drobachiensis
Arthropoda Crustacea Shrimp Various Green crab Carcinus maenas Rock crab Cancer irroratus Jonah crab Cancer borealis Asian shore crab Hemigrapsus sanguineus Spider crab Libinia emarginata Long-clawed
hermit crab Pagurus longicarpus
Chordata Sheath tunicate Botrylloides violaceus Porifera Sponges Various Bryozoa Bryozoans (lacy
crust) Membranipora spp.

Dulse Palmaria palmata
Heterokontophyta (brown algae)
Rockweed Fucus vesiculosus
Marine Science Center WEATHER OBSERVATIONS
Today’s Date: Group members:

Name: ______________________________________________________ Date: _______________________
Instructions:
1. Use the list of living things below and pyramid to make a diagram showing who eats whom on the rocky shore.
2. Work together with your classmates and use resources like textbooks or the Internet to determine if each living thing is a Producer or Consumer and what it eats or gets eaten by.
3. Write the name or draw a picture of each rocky shore critter on the food web pyramid.
4. Next draw arrows up the food web from who gets eaten, to who eats it
Example: snail! crab, because the crab eats the snail.
**Remember that since this is a food web, not a food chain, organisms can eat more than one and get eaten by more than one thing, allowing for many arrows**
Living things on the rocky shore Snail Crab Sea gull Barnacle Fish Sea urchin
Phytoplankton Seaweed Sea star Blue mussel Zooplankton Seal

!
A rt
h ro
p o
d s
M o
ll u
sk s
Rock Crab American Lobster Spider Crab Shrimp
Barnacle
E ch
in o
d er
m s,
e tc
A lg
a e
Dead Man’s Fingers
Knotted Wrack Rockweed Sea Lettuce Gut Weed Filamentous Green Algae
Common Sea Star Crust Bryozoan Hydroid
!
Marine Science Center !
Marine Science Center !
Cloud Types Cirra-means ‘high-level’ Cirrostratus clouds are more like a thin veil high in the sky Cirrocumulus clouds are layered with little lumps Cirrus clouds are thin and wispy and made of ice crystals Alto-means ‘mid-level’ Altostratus clouds are flat and may thicken and lower into rain or snow Altocumulus clouds are heaped up and may form rows Stratus clouds are flat and make a low grey layer of clouds make light rain Stratocumus clouds form a layer of cloud lums with thick and thin areas Nimbus-mean ‘rain or snow’ Cumulonimbus clouds produce large storms
BEAUFORT SCALE Beufort Scale
Description feels like/looks like:
0 Calm, wind less than 1 mph, water is flat.
Calm, smoke rises straight up
1 Light air; wind 1-3 mph, water has ripples without
crests.
Smoke drifts in direction of wind
2 Light breeze; wind 4-7 mph, water has small wavelets, glassy crests, not breaking
Wind felt on skin, leaves rustle.
3 Gentle breeze; wind 8-12 mph, water has large wave-
lets, scattered whitecaps and crests begin to break
Leaves small twigs constantly
moving, flags flut- tering.
4 Moderate breeze; wind 13-17 mph, water has small waves with breaking crests,
whitecaps.
moving.
5 Fresh breeze; wind 18-24 mph, water has moderate waves, many whitecaps, a
little spray.
to sway
6 Strong breeze; wind 25-30 mph, water has many white foam crests, some airborne
spray.
whistle, umbrellas are hard to use.
7 High wind; wind 31-38 mph, water heaps up, foam from breaking waves blown in
streaks along wind direction, moderate airborne spray.
Whole trees moving, hard to walk against the wind..
8 Gale, wind 39-46 mph, Moderately high waves,
well marked streaks foam in wind direction, considerable
airborne spray
wind, can’t walk against the wind.
9 Strong gale; wind 47-54 mph, water has high waves
whose crests sometimes roll, dense foam, spray may
reduce visability
small trees blown over, traffic cones
blow over.
10 Storm; wind 55-63 mph, water has very high waves,
large patches of foam make sea look white, spray
reduces visability
shingles on roofs peel off and blow
away.
11 Violent storm; wind 64-72 mph, water has exception- ally high waves, very large
patches of foam cover most of sea surface, poor visabil-
ity from spray.
Lots of damage to plants, many roofs damages.
12 Hurricane; wind greater than 73 mph, high waves, sea completely white, air filled
with spray.
break, flying debris.

Documents

RockyShoreFieldExperience TeacherResources!!